To compare the efficiency of the methods of instruction this project used the ANOVA test to compare scores between the students and the three teachers in an effort to determine if the Direct Instruction method or the Standards based Instruction yielded higher scores. A t-test: two sample assuming equal variances was used as a post hoc analysis when the ANOVA test indicated that there were significant differences in the research data subsets. Assuming a random assignment of students to the three teachers this research should yield results that will allow for a determination to be made as to the Method of Instruction that would insure the highest math scores for the students. A 95% confidence level was used to tabulate the results of this research.The dataset contains scores from 216 students. Students were assigned to classes apparently without regard to ethnicity, ability, gender or socioeconomic status as each class contained students representing each factor. 71 students were taught by Ms. Ruger using a Direct Instruction or traditional method of instruction. 145 students were taught by Ms. Smith and Ms. Wesson who both employ a Standards Based method of instruction. The analysis of the data was used to find if there was a direct tie between the Method of Instruction and the math scores. A t-test: two sample assuming equal variances was used to compare the scores for the Direct and the Standards based instructional methods.The data was also used to compare the test scores by factors of ethnicity, gender and socioeconomic status being taught using direct instructional method versus Standards based instruction methods. A t-test: two sample assuming equal variances was used here also for comparison of the scores.